planning for a world class curriculum · 2016-01-07 · planning for a world class curriculum areas...

Planning for a World Class Curriculum Areas of Learning Languages English and MFL

Mathematics Mathematics

Science and Technology Science, Design Technology and Computing

Humanities RE, History and Geography

The Arts Music and Art & Design

Physical Education Physical Education

British Values Social, Thinking, Democracy, Rule of Law , Independence, Tolerance and respect ( Moral, Cultural and Spiritual Development)

Appendix – Engagement Activities, Curriculum Enrichment, Narrative and Learning Environment planning templates

Planning for a World Class Curriculum National Curriculum 2014 Programmes of Study KEY

Key Stage 1 (Year 1-2)

Lower Key Stage 2 (Year 3-4)

Upper Key Stage 2 (Year 5-6)

Key Stage 2 (Year 3-6)

Planning for a World Class Curriculum Mathematics

• Number • Calculation: Addition & Subtraction • Calculation: Multiplication & Division • Fractions (Including Decimals and Percentages) • Measurement • Geometry • Statistics • Ratio & Proportion • Algebra

Mathematics

Number Skills Teaching and learning

EYFS (40-60 months)

KS1 LKS2 UKS2 KS3

• to count to and across 100, forwards and backwards, beginning with 0 or 1, from any given number

• to read and write numbers from 1 to 100 in numerals and words

• to count in multiples of 2, 5 and 10 • to identify a number one more or one less than a given

number • to count in steps of 2, 3, 5 from 0 and 10 from any

number, forwards or backwards • to compare and order numbers to 100 using <, > and = • to identify , represent and estimate numbers using

objects and pictorial representations including the number line, and use the language of equal to, more than, less than, fewer, most, least

• to recognise the place value of each digit in a 2-digit number

• to use place value and number facts to solve problems • to count from 0 in multiples of 4, 6, 7, 8, 9, 25, 50, • to find 100 or 1000 more or less than a given number • to count backwards through 0 to include negative

numbers • to partition 3-digit and 4-digit numbers • to read and write numbers to 1000 in numerals and

words • to order and compare numbers up to and beyond 1000 • to identify, represent and estimate numbers using

different representations • to round any number to the nearest 10, 100 or 1000 • to solve number and practical problems involving

increasingly large numbers • to read Roman numerals to 100 (C) and know that over

time, the number system changed to include the concept of 0 and place value

• to read, write, order and compare numbers up to 10,000,000

• to count forwards or backwards in steps of power of 10 for any given number up to 1,000,000

• to round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 or 100,000

• to partition numbers up to 10,000,000 • to round any number to a required degree of accuracy • to use negative numbers in context and calculate

intervals across zero • to read Roman numerals to 1000 (M) and recognise years

written in Roman numerals • to solve number and practical problems

Numbers • I can recognise some numerals of

personal significance • I can recognises numerals 1 to 5 • I can count up to three or four objects

by saying one number name for each item • I can count actions or objects which

cannot be moved • I can count objects to 10, and am

beginning to count beyond 10 • I can count out up to six objects from a

larger group • I can select the correct numeral to

represent 1 to 5, then 1 to 10 objects

• I can count an irregular arrangement of up to ten objects

• I can estimate how many objects I can see and check by counting them.

• I use the language of ‘more’ and ‘fewer’ to compare two sets of objects.

• I can say the number that is one more than a given number.

• I can find one more or one less from a group of up to five objects, then ten objects

Early Learning Goal • I can count to 20 • I can place numbers 1-20 in order • I can say which number is 1 more or 1

less than a number to 20

• I can count to and across 100 from any given number, forwards to backwards

• I can read and write numbers to 100 • I can write numbers to 20 in words • I can count in 2s, 5s and 10s • I can find one more or one less than a

number • I can count from 0 in 2s, 3s, 5s • I can count in 10s from any number,

forwards and backwards • I know 2, 5 and 10 times tables • I can partition 2-digit numbers • I can order numbers to 100, using < and > • I can write numbers to 100 in words • I can use place value and number facts to

solve problems

• I can count from 0 in 4s, 8s, 50s and 100s • I can find 10 or 100 more or less than any

given number • I can partition 3-digit numbers • I can order numbers to 1000, using < and

> • I can read and write numbers to 1000 in

words • I can solve number problems • I can count from 0 in 6s, 7s, 8s, 9s and 25s • I can find 1000 more or less than any

given number • I can count backwards through 0 to

include negative numbers • I can partition 4-digit numbers • I can round numbers to the nearest 10,

100 and 1000 • I can read Roman numerals to 100 (C)

• I can read and write numbers to 1,000,000

• I can order numbers to 1,000,000 • I can partition numbers to 1,000, 000 • I can count forwards or backwards in

steps of powers of 10 for any number up to 1,000,000

• I can count forwards and backwards through 0, including negative numbers

• I can round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000

• I can solve number problems • I can read Roman numerals to 1000 (M)

and recognise years written in Roman numerals

• I can read and write numbers to 10,000,000

• I can order numbers to 10,000,000 • I can partition numbers to 10,000, 000 • I can round any number to a required

degree of accuracy • I can use negative numbers in context • I can calculate intervals across 0

• I can use place value for decimals, measures and integers of any size

• I can order positive and negative integers, decimals and fractions

• I can use the number line as a model for ordering of the real numbers

• I can use the symbols =, ≠, <, >, ≤, ≥ • I can use the concepts and vocabulary of

prime numbers, factors (or divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation property

• I can use integer powers and associated real roots (square, cube and higher),

• I recognise powers of 2, 3, 4, 5 and distinguish between exact representations of roots and their decimal approximations

• I can interpret and compare numbers in standard form A x 10n 1≤A<10, where n is a positive or negative integer or 0

• I can round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures]

• I can use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a<x≤b

• I appreciate the infinite nature of the sets of integers, real and rational numbers

Mathematics Calculation: Addition & Subtraction

Skills Teaching and learning EYFS

(40-60 months) KS1 LKS2 UKS2 KS3

• to read, write and interpret mathematical statements involving addition, subtraction and equals signs

• to represent and use number bonds and related subtraction facts within 20 and derive and use related facts up to 100

• to add and subtract 1-digit and 2-digit numbers to 20, including 0

• to solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures; applying their increasing knowledge of mental and written methods

• to add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones; a two-digit number and tens; two two-digit numbers; adding three one-digit numbers

• to show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot

• to recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

• to add and subtract numbers mentally, including: a three-digit number and ones; a three-digit number and tens; a three-digit number and hundreds

• to estimate the answer to a calculation and use inverse operations to check answers

• to add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate

• to solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.

• to solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.

• to add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)

• to add and subtract numbers mentally with increasingly large numbers

• to use rounding and estimation to check answers to calculations and determine, in the context of a problem, levels of accuracy

• to solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

Numbers • I can find the total number of items in

two groups by counting all of them. • In practical activities and discussion, I

am beginning to use the vocabulary involved in adding and subtracting.

• I can record, using marks that I can interpret and explain.

• I am beginning to identify own mathematical problems based on own interests and fascinations

Early Learning Goal • I can add and subtract two 1-dgit

numbers using objects • I can count on and back to find an

answer

• I can use objects to take away a small number from any number up to 20

• I can add and subtract some 2-digit and 1-digit numbers to 20, including 0

• I can talk about adding and subtracting • I can use the signs +, − and = when I write

addition and subtraction sentences • I can solve missing number problems e.g.

7 = _ - 9 • I know pairs of numbers that total 10 • I know pairs of numbers that total 20 • I can add and subtract 2-digit and 1-digit

numbers • I can add and subtract three single digit

numbers • I can add and subtract some 2-digit and

tens numbers • I can add and subtract bigger numbers (2-

digit and 2-digit) • I can work out the missing number in a

number sentence such as 14 + __ = 35 using number facts to 100

• I know that addition can be done in any order and subtraction cannot

• I know that addition and subtraction are inverse 'undo each other’

• I can add and subtract one–digit and three–digit numbers in my head (e.g. 162+7, 7+145, 248−6, 160−8)

• I can explain how I add and subtract numbers in my head

• I can add and subtract three-digit and tens numbers in my head (e.g. 126 + 40, 243 - 20)

• I can add and subtract three-digit and hundreds numbers in my head (e.g. 126 + 400, 243 - 100)

• I can estimate the answer and use inverse operations to check my answer

• I can add and subtract 2-digit numbers using the formal column method for addition and subtraction


• I can solve addition and subtraction word problems using mental and formal written methods as appropriate


• I can solve 2-step addition and subtraction word problems using mental and formal written methods as appropriate

• I can explain why I have chosen a particular method

• I can add and subtract amounts of money, including giving change using £ and p separately

• I can add and subtract amounts of money using decimal notation

• I can add increasingly large numbers mentally e.g. 11,567 + 231 =

• I can subtract increasingly large numbers mentally e.g. 12,462 – 2300 =

• I can add whole numbers with more than 4 digits using the formal column method

• I can subtract whole numbers with more than 4 digits using the formal column method

• I can use rounding to check my answers • I can solve addition and subtraction

multi-step problems, deciding which operations and methods to use and why, including those involving decimals up to 3 d.p.

• I can use the four operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, both positive and negative

• I can use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals

• I recognise and use relationships between operations including inverse operations

• I can use a calculator and other technologies to calculate results accurately and then interpret them appropriately

Mathematics Calculation: Multiplication & Division



• to recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers

• to calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

• to show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot

• to solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

• to write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods

• to solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects.

• to recall multiplication and division facts for multiplication tables up to 12 × 12

• to use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers

• to recognise and use factor pairs and commutativity in mental calculations

• to multiply two-digit and three-digit numbers by a one-digit number using formal written layout

• to solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.

• to identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers

• to know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers

• to establish whether a number up to 100 is prime and recall prime numbers up to 19

• to multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers

• to multiply and divide numbers mentally drawing upon known facts

• to divide numbers up to 4 digits by a one-digit number or two-digit number using the formal written method of short division and interpret remainders appropriately for the context

• to interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context

• to multiply and divide whole numbers and those involving decimals by 10, 100 and 1000

• to solve problems involving multiplication and division • to use estimation to check answers to calculations and

determine, in the context of a problem, an appropriate degree of accuracy

Numbers Early Learning Goal • I can solve problems, including doubling,

halving and sharing.

• I can recall the 2, 5 and 10 times-tables • I recognise odd and even numbers • I know doubles of numbers up to 10 and I

can use what I know to work out halves • I can solve simple problems involving

multiplication and division using objects, picture or simple arrays with support

• I can use a number line (repeated addition) to solve multiplication and division questions and can work out remainders if there are any

• I can use arrays to solve multiplication and division questions and can work out remainders if there are any

• I know how to write number sentences for multiplication and division and I can explain what my number sentence means

• I know that multiplication can be done in any order (commutative) and division cannot

• I can solve multiplication and division problems in context using mental and written methods

• I can recall multiplication facts for tables up to 12x12 and corresponding division facts

• I can use multiplication facts to work out 2-digit by 1-digit multiplication in my head

• I can use multiplication facts when dividing a 1-digit number into a 2-digit number in my head

• I can solve multiplication and division problems, including missing number problems

• I can count in multiples of 6, 7, 9, 25 and 1000

• I can multiply 3 numbers including 1 and 0 and know that I can do this in any order

• I can find related multiplication and division facts using the times tables I know e.g. 3x4 =12 so 120÷4=30

• I can use the distributive law to multiply 2-digit by 1-digit numbers e.g. 39x7= 30x7+9x7

• I can use formal written methods when multiplying and dividing 2-digit and 1-digit numbers

• I can use formal written methods when multiplying and dividing 3-digit and 1-digit numbers

• I can find all factor pairs of a given number

• I can find common factors of two given numbers

• I can recall all prime numbers up to 19 and work out whether a number up to 100 is prime

• I can use the vocabulary ‘prime number’ and ‘composite number’

• I can write a given number as a product of its prime factors

• I can recognise and use square and cube numbers and the correct notation

• I can use what I know about square and cube numbers to create equivalence statements e.g. 4 x 35 = 2² x 35

• I can multiply and divide mentally using know number facts

• I can multiply up to 4-digit numbers by a 2-digit number using long multiplication

• I can divide up to 4-digit numbers by a 1-digit number using short division.

• I can show non whole number answers with remainders, fractions, decimals or use rounding e.g. 98 ÷ 4 = 24r2 = 24 ½ = 24.5 ≈ 25

• I can use the equals sign to show equivalence when solving missing number calculations

• I can solve problems involving multiplication and division, including using my knowledge of factors, multiples, squares and cubes

• I can multiply 1-digit numbers with up to 3 decimal places by whole numbers

• I can divide up to 4-digit numbers by a 2-digit number using long division

• I can use my knowledge of the order of operations to carry out calculations involving the four operations, including those involving brackets e.g. 2 + 1 x 3 = 5, (2 + 1) x 3 = 9

• I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000


• I can use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals

• I recognise and use relationships between operations including inverse operations

• I can use a calculator and other technologies to calculate results accurately and then interpret them appropriately

Mathematics Fractions (including Decimals and Percentages)



• to recognise, find and name a half as one of two equal parts of an object, shape or quantity

• to recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

• to recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity

• to write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of 2/4 and 1/2

• to count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10

• to count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.

• to recognise and write decimal equivalents of any number of tenths or hundredths

• to recognise and write decimal equivalents to 1/4 1/2 3/4 • to recognise, find and write fractions of a discrete set of objects: unit

fractions and non-unit fractions with small denominators • to recognise and use fractions as numbers: unit fractions and non-unit

fractions with small denominators • to compare and order unit fractions, and fractions with the same

denominators • to recognise and show, using diagrams, families of common equivalent

fractions • to solve problems involving increasingly harder fractions to calculate

quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number

• to add and subtract fractions with the same denominator • to find the effect of dividing a one- or two-digit number by 10 and 100,

identifying the value of the digits in the answer as ones, tenths and hundredths

• to round decimals (1dp) to the nearest whole number • to compare numbers with the same number of decimal places up to two

decimal places • to solve simple measure and money problems involving fractions and

decimals to two decimal places • to compare and order fractions, including fractions > 1 • to name and write equivalent fractions of a given fraction, represented

visually, including tenths and hundredths • to recognise mixed numbers and improper fractions and convert from one

form to the other and write mathematical statements > 1 as a mixed number

• to add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions

• to multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams

• to divide proper fractions by whole numbers • to associate a fraction with division and calculate decimal fraction

equivalents for a simple fraction [eg; 0.375 = 3/8] • to recognise and use thousandths and relate them to tenths, hundredths

and decimal equivalents • to read and write decimal numbers as fractions • to round decimals with two decimal places to the nearest whole number

and to one decimal place • to read, write, order and compare numbers with up to three decimal places • to solve problems involving numbers with up to three decimal places • to recognise the % symbol and understand that it relates to ‘parts per

hundred’, and write percentages as a fraction with denominator 100, and as a decimal

• to solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25.

• to use common factors to simplify fractions; use common multiples to express fractions in the same denomination

• to multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places

Numbers Early Learning Goal • I can solve problems,

including doubling, halving and sharing.

• I can find half of objects and shapes • I can find half of a small number • I can find a quarter of objects and shapes • I can find a quarter of a small number • I know doubles of numbers up to 10 and I

can use what I know to work out halves • I understand the connection between

doubling and halving • I can use my knowledge of halving

numbers to help me to work out half and a quarter of a set of objects or a shape

• I can also work out three quarters • I can write ½ ¼ and ¾ and simple fractions

e.g. ½ of 6 = 3 • I can find, name and write 1/3 of an

object, shape or number • I recognise the equivalence of ½ and 2/4

• I can count up and down in tenths • I can divide a quantity by 10 to find a

tenth • I can place fractions on a number line,

including non-unit fractions e.g. 2/3 as well as unit fractions ¼

• I can compare and order unit fractions and fractions with the same denominator

• I can add and subtract fractions with the same denominator within one whole e.g. 5/7 + 1/7 = 6/7

• I recognise and can show equivalent fractions using diagrams

• I can show families of common equivalent fractions e.g. ½ = 2/4 = 5/10 = 50/100

• I can count in hundredths. • I can multiply and divide by 10 and 100,

including 1-digit and 2-digit numbers. I can explain what happens to the digits when I do this and use the terms units, tenths and hundredths

• I can find decimal equivalents of any number of tenths or hundredths and ½, ¼ and ¾

• I can order numbers with the same number of decimal places up to 2 decimals places

• I can find fractions of measurements in context by dividing and multiplying if necessary e.g. ¼, ¾, 1/3, 2/3

• I can solve measurement problems, including those involving fractions and decimals up to 2 decimal places

• I recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents

• I can compare and order fractions whose denominations are all multiples of the same number

• I can identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths

• I recognise mixed number and improper fractions and convert from one to another

• I can add and subtract fractions with the same denominator

• I can add and subtract fractions with mixed numbers and different denominators, using common multiples to express fractions is the same denomination

• I can multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams

• I can multiply simple pairs of proper fractions, giving the answer in its simplest form e.g. ¼ x ½ = 1/8

• I can divide proper fractions by whole numbers e.g. 1/3 ÷ 2 = 1/6

• I associate fractions with division and calculate decimal fraction equivalents e.g. 3/8 = 0.375

• I can read and write decimal numbers as fractions

• I can round decimals with two decimal places to the nearest whole number and to one decimal place

• I can read, write, order and compare numbers with up to three decimal places

• I recognise the percent symbol and understand that percent relates to ‘number of parts per hundred ’ and write percentages as a fraction with denominator hundred and as a decimal

• I can solve problems which require knowing percentage and decimal equivalents of ½, ¼, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25

• I can solve problems involving unequal sharing and grouping using knowledge of fractions and multiples e.g. 3/5 of the class of 30 children are boys

• I can solve multi-step problems, deciding which operations and methods to use and why, including those involving decimals up to 3 d.p.

• I can order positive and negative integers, decimals and fractions

• I can express one quantity as a fraction of another, where the fraction is less than 1 and greater than 1

• I work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 and 3/8 )

• I can define percentage as ‘number of parts per hundred ’, interpret percentages and percentage changes as a fraction or a decimal, interpret these multiplicatively, express 1 quantity as a percentage of another, compare 2 quantities using percentages, and work with percentages greater than 100%

• I can interpret fractions and percentages as operators

• I can solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics


• I understand that a multiplicative relationship between two quantities can be expressed as a ratio or a fraction

Mathematics

Measurement Skills Teaching and learning

EYFS (40-60 months)

KS1 LKS2 UKS2 KS3

• to choose and use appropriate standard units to estimate and measure length/height (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels

• to compare and order lengths, mass, volume/capacity and record the results using >, < and =

• to recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value

• to find different combinations of coins that equal the same amounts of money • to solve simple problems in a practical context involving addition and subtraction

of money of the same unit, including giving change • to sequence events in chronological order using language [for example, before

and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]

• to recognise and use language relating to dates, including days of the week, weeks, months and years

• to compare and sequence intervals of time • to tell/write the time to five minutes, including quarter past/to and draw hands on

a clock face to show these • to know the number of minutes in an hour and the number of hours in a day. • to measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g);

volume/capacity (l/ml) • to convert between different units of measure • to measure and calculate the perimeter of a rectilinear figure (including squares)

in centimetres and metres • to find the area of rectilinear shapes by counting squares estimate, compare and

calculate different measures, including money in pounds and pence • to add and subtract amounts of money to give change, using both £ and p in

practical contexts • to tell and write the time from an analogue clock, including using Roman numerals

from I to XII, and 12-hour and 24-hour clocks • to estimate and read time with to the nearest minute; record and compare time

in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight

• to know the number of seconds in a minute and the number of days in each month, year and leap year

• to compare durations of events [for example to calculate the time taken by particular events or tasks].

• to use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller to larger unit of measure, and vice versa, using decimal notation up to three decimal places

• to understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints

• to convert between miles and kilometres • to recognise that shapes with the same areas can have different perimeters and

vice versa • to measure and calculate the perimeter of composite rectilinear shapes in

centimetres and metres • to calculate and compare the area of rectangles (inc. squares) using standard

units, square cm (cm2) and square m (m2) and estimate the area of irregular shapes

• to recognise when it is possible to use formulae for area and volume of shapes • to calculate the area of parallelograms and triangles • to calculate, estimate and compare volume of cubes and cuboids using standard

units, including cm3 and m3, and extending to other units [for example, mm3 and km3].

• to solve problems involving converting units of time • to use all four operations to solve problems involving measures, using decimal

notation, including scaling. • to solve problems involving the calculation/conversion of units of measure, using

up to 3 decimal places

Shape, space and measures • I can order two or

three items by length or height

• I can order two items by weight or capacity

• I can use everyday language related to time

• I am beginning to use everyday language related to money

• I can order and sequence familiar events

• I can measure short periods of time in simple ways

Early Learning Goal • I can use everyday

language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems

I can measure length or height in m and cm; weight or mass in kg or g and capacity in l or ml I can compare and order lengths, heights, weights, masses and capacities and record the results using < and > I can measure temperature in degrees celcius using a thermometer I can compare and order temperature and record the results using < and > I recognise coins and notes and can use £ and p I can find different combinations of coins which equal the same amount of money I can solve simple addition and subtraction problems involving money of the same unit in a practical context I can give change in practical situations using either £ or p I know the days of the week and can say them in order I can estimate how long an activity might take, then check using a timer I can tell the time when it is something o ’clock and half past the hour. I can tell the time to the nearest 5 minutes. I can draw hands on a clock to show these times I know the number of minutes in a hour and the number of hours in a day

• I can measure lengths in m, cm and mm; mass in kg and g and capacity/volume in l and ml

• I can compare lengths in m, cm and mm; mass in kg and g and capacity/volume in l and ml

• I can add and subtract lengths in m, cm and mm; mass in kg and g and capacity/volume in l and ml

• I can find fractions of lengths, mass and capacities in context by dividing and multiplying if necessary e.g. ¼, ¾, 1/3, 2/3

• I can convert between different units of measure e.g. kilometre to metre; kilograms to grams and litres to millilitres

• I can measure the perimeter of simple 2-D shapes

• I can find the area of a shape by counting squares • I can solve measurement problems, including

those involving fractions and decimals up to 2 decimal places

• I can add and subtract amounts of money, including giving change using £ and p separately

• I can tell the time to the nearest minute on an analogue clock I can use words such as am/pm, morning, afternoon, noon and midnight accurately

• I can tell the time from a clock with Roman numerals

• I can read the time to the nearest minute on a 12 hour digital clock I can use words such as am/pm, morning, afternoon, noon and midnight accurately

• I know the number of seconds in a minute, the number of days in each month, year and leap year

• I can compare times and durations of events in terms of seconds, minutes and hours

• I can read 24hr clocks • I can write and convert times between analogue

and 24hr digital clocks • I can solve problems involving time including

converting from hours to minutes; minutes to seconds; years to months; weeks to days

• I can convert between different units of measure e.g. kilometre and metre; centimetre and metre; gram and kilogram; millilitre and litre

• I can use equivalences between metric units and common imperial units such as inches, pints and pounds

• I can find the perimeter of composite rectilinear shapes in cm and m

• I can calculate and compare the area of rectangles (including squares) using standard units e.g. cm² and m²

• I can estimate the area of irregular shapes

• I can find unknown lengths using what I know about perimeter and area and express algebraically e.g. 4 + 2b = 20 for a rectangle of sides 2cm and bcm and perimeter of 20cm

• I recognise that shapes with the same areas can have different perimeters and vice versa

• I can calculate, estimate and compare volume of cubes and cuboids using cm³, m³, mm³ and km³

• I recognise when it is possible to use formulae for area and volume of shapes

• I can find the area of parallelograms and triangles

• I can convert between kilometres and miles

• I can use all four operations to solve problems involving measure, including using decimal notation

• I can solve problems which involve converting between units of time

• I can use standard units of mass, length, time, money and other measures, including with decimal quantities

• I can derive and apply formulae to calculate and solve problems involving: perimeter and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms (including cylinders)

• I can calculate and solve problems involving: perimeters of 2-D shapes (including circles), areas of circles and composite shapes

Mathematics Geometry



• to recognise and name common 2-D and 3-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles]; 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]

• to identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line

• to identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces

• to identify 2-D shapes on the surface of 3-D shapes [eg; a circle on a cylinder and a triangle on a pyramid]

• to compare and sort common 2-D and 3-D shapes and everyday objects.

• to order and arrange combinations of mathematical objects in patterns and sequences

• to use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).

• to draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

• to compare and classify geometric shapes, including quadrilaterals and triangles, based on property and size

• to recognise angles as a property of shape or a description of a turn • to identify right angles, recognise that two right angles make a half-

turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle

• to identify acute and obtuse angles and compare and order angles up to two right angles by size

• to identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

• to identify lines of symmetry in 2-D shapes presented in different orientations

• to complete a simple symmetric figure with respect to a specific line of symmetry.

• to describe positions on a 2-D grid as coordinates in the first quadrant

• to describe movements between positions as translations of a given unit to the left/right and up/down

• to plot specified points and draw sides to complete a given polygon. • to identify 3-D shapes, including cubes and other cuboids, from 2-D

representations • to know angles are measured in degrees: estimate and compare

acute, obtuse and reflex angles • to draw given angles, and measure them in degrees (°) • to identify angles at a point and one whole turn (total 360°); angles

at a point on a straight line and ½ a turn (total 180°) and other multiples of 90°

• to use the properties of rectangles to deduce related facts and find missing lengths and angles

• to distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

• to identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language and know that the shape has not changed

• to draw 2-D shapes using given dimensions and angles • to recognise, describe and build simple 3-D shapes, including making

nets • to compare and classify geometric shapes based on their properties

and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons

• to illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius

• to describe positions on the full coordinate grid (all four quadrants)

Shape, space and measure • I am beginning to use

mathematical names for 3D shapes and 2D shapes and mathematical terms to describe shapes

• I can select a particular named shape

• I can describe relative position such as ‘behind’ or ‘next to ’

• I can use familiar objects and common shapes to create and recreate patterns and build models

Early Learning Goal • I can use everyday language

to talk about position • I can compare objects • I recognise, create and

describe patterns. • I can use mathematical

language to describe shapes.

• I can name most of the 2-D and 3-D shapes I use in my work as well as those I see around me

• I can use shapes to copy and continue a simple pattern

• I can identify properties of 2-D and 3-D shapes

• I can sort a set of 2-D or 3-D shapes • I can identify 2-D shapes on the surfaces

of 3-D shapes • I can draw a line of symmetry on a 2-D

shape • I know how to turn right and to turn left • I can describe whole, half, quarter or

three quarter turns, either clockwise or anticlockwise

• I can recognize right angles in quarter, half and three quarter turns

• I can draw 2-D shapes • I can talk about the properties of the

shapes I draw and make • I can use what I know about polygons to

group them into regular and irregular polygons

• I can identify horizontal, vertical, and pairs of parallel and perpendicular lines

• I can make 3-D shapes using modelling materials

• I can pick out symmetrical and non-symmetrical 2-D and 3-D shapes

• I can identify lines of symmetry in 2-D shapes in different orientations

• I can draw the other half of a symmetrical shape or the reflection of a shape/pattern where the line of symmetry doesn’t go through the shape

• I can recognise equilateral, isosceles and scalene triangles

• I can recognise different quadrilaterals e.g. parallelogram, rhombus and trapezium

• I can describe angles as right, acute or obtuse and order angles

• I know that an angle is a measure of a turn: one right angle is a quarter turn, two right angles make a half turn, three make three quarter turns and four a whole turn

• I can use the eight compass points • I can draw axes with equal scales and plot

given coordinates, including drawing sides to complete a polygon

• I can describe movements between coordinates in terms of units and direction e.g. 3 units right or 4 units down

• I can identify 3-D shapes from 2-D representations

• I can sort shapes according to their properties and explain how I sorted them

• I can illustrate and name parts of a circle, including radius, diameter and circumference and I know that the diameter is twice the radius

• I can use conventional markings for parallel lines

• I know angles are measured in degrees and I can estimate and compare acute, obtuse and reflex angles

• I can measure angles in degrees • I can draw given angles, using a

protractor, and use conventional markings for right angles

• I can find unknown angles in any triangles, quadrilaterals and regular polygons

• I recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles

• I can draw 2-D shapes using given dimensions and angles

• I can make nets for simple 3-D shapes using a ruler and protractor accurately

• I can draw the reflection of a shape in lines that are parallel to the axes, working in the first quadrant

• I can draw a shape following a translation in the first quadrant

• I can draw and label a pair of axes in all 4 quadrants

• I can read coordinates in the full coordinate grid (all 4 quadrants)

• I can draw rectangles (including squares), parallelograms and rhombuses, specified by coordinates in the four quadrants

• I can use what I know about shapes to predict missing coordinates

• I can reflect shapes in the axes using all four quadrants

• I can translate shapes on the coordinate plane and express translations algebraically e.g. (a,b) to (a-2, b+3); (a,b) and (a+d, b+d) being opposite vertices of a square of side d

• I can solve problems involving similar shapes where the scale factor is known or can be found

• I can draw and measure line segments and angles in geometric figures, including interpreting scale drawings

• I can derive and use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); recognise and use the perpendicular distance from a point to a line as the shortest distance to the line

• I can describe, sketch and draw using conventional terms and notations: points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons that are reflectively and rotationally symmetric I can use the standard conventions for labelling the sides and angles of triangle ABC, and know and use the criteria for congruence of triangles

• I can derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures [for example, equal lengths and angles] using appropriate language and technologies

• I can identify properties of, and describe the results of, translations, rotations and reflections applied to given figures

• I can identify and construct congruent triangles, and construct similar shapes by enlargement, with and without coordinate grids

• I can apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles

• I understand and use the relationship between parallel lines and alternate and corresponding angles

• I can derive and use the sum of angles in a triangle and use it to deduce the angle sum in any polygon, and to derive properties of regular polygons

• I apply angle facts, triangle congruence, similarity and properties of quadrilaterals to derive results about angles and sides, including Pythagoras’ Theorem, and use known results to obtain simple proofs

• I use Pythagoras’ Theorem and trigonometric ratios in similar triangles to solve problems involving right-angled triangles

• I use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D

Mathematics Statistics



• to interpret and construct simple pictograms, tally charts, block diagrams and tables

• to ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity

• to ask-and-answer questions about totalling and comparing categorical data

• to interpret and present data using bar charts, pictograms and tables

• to solve one-step and two-step questions [for example ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables

• to interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs

• to solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs

• to solve comparison, sum and difference problems using information presented in a line graph

• to complete, read and interpret information in tables, including timetables

• to interpret and construct pie charts and line graphs and use these to solve problems

• to calculate and interpret the mean as an average

Shape, space and measure Early Learning Goal • I can compare objects

• I can sort objects and talk about how I sorted them (Carroll/Venn diagram)

• I can decide what information I need to answer a question

• I can put information in tally charts or tables

• I can draw a simple pictogram to show what I found out

• I can make block graphs and get information from other people's graphs

• I can find totals and make comparisons

• I can collect data and present it in a table • I can explain what a table tells me • I can use a simple scale e.g. 2, 5 or 10

units per cm and present my data in a bar chart or pictogram

• I can tell people what I have found out using my graph

• I can solve one-step and two-step questions about the information in a table and bar chart

• I can present continuous data in a time graph

• I can explain what my time graph tells me • I can solve comparison, sum and

difference problems using data presented in bar charts, tables and pictograms

• I can explain why I chose to represent data using a particular table, graph or chart

• I can explain what a table or graph or chart tells us and consider questions that it raises

• I can make comparisons using information presented in a line graph

• I can solve sum and difference problems using information presented in a line graph

• I can read and interpret information in tables, including timetables

• I know when it is appropriate to find the mean and calculate it

• I can interpret pie charts using what I know about angles, fractions and percentages

• I can create pie charts using what I know about angles, fractions and percentages

• I can interpret a graph showing the conversion of kilometres to miles

• I can describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers)

• I can construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data

• I can describe simple mathematical relationships between 2 variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs

Mathematics Ratio and Proportion



• to solve problems involving the relative sizes of 2 quantities where missing values can be found by using integer multiplication and division facts

• to solve problems involving the calculation of percentages [for example, of measures and such as 15% of 360] and the use of percentages for comparison

• to solve problems involving similar shapes where the scale factor is known or can be found

• to solve problems involving unequal sharing and grouping using knowledge of fractions and multiples

• I can solve problems involving the relative sizes of 2 quantities where missing values can be found by using integer multiplication and division facts

• I can solve problems involving the calculation of percentages

• I can solve problems involving similar shapes where the scale factor is known or can be found

• I can solve problems involving unequal sharing and grouping using knowledge of fractions and multiples e.g. 3/5 of the class of 30 children are boys

• I can change freely between related standard units [for example time, length, area, volume/capacity, mass]

• I can use scale factors, scale diagrams and maps

• I can express 1 quantity as a fraction of another, where the fraction is less than 1 and greater than 1

• I can use ratio notation, including reduction to simplest form

• I can divide a given quantity into 2 parts in a given part:part or part:whole ratio; express the division of a quantity into 2 parts as a ratio

• I understand that a multiplicative relationship between 2 quantities can be expressed as a ratio or a fraction

• I can relate the language of ratios and the associated calculations to the arithmetic of fractions and to linear functions

• I can solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics

• I can solve problems involving direct and inverse proportion, including graphical and algebraic representations

• I can use compound units such as speed, unit pricing and density to solve problems

Mathematics Algebra



• to use simple formulae • to generate and describe linear number sequences • to express missing number problems algebraically • to find pairs of numbers that satisfy an equation with 2

unknowns • to enumerate possibilities of combinations of 2 variables

• I can express missing number problems algebraically

• I can find pairs of numbers that satisfy an equation with two unknowns

• I can find all possibilities of combinations of two variables

• I can translate shapes on the coordinate plane and express translations algebraically e.g. (a,b) to (a-2, b+3); (a,b) and (a+d, b+d) being opposite vertices of a square of side d

• I can use and interpret algebraic notation, including: •ab in place of a × b •3y in place of y + y + y and 3 × y •a² in place of a × a, a³ in place of a × a × a; a²b in place of a × a × b • a/b in place of a ÷ b •coefficients written as fractions rather than as decimals •brackets

• I can substitute numerical values into formulae and expressions, including scientific formulae

• I understand and use the concepts and vocabulary of expressions, equations, inequalities, terms and factors

• I can simplify and manipulate algebraic expressions to maintain equivalence by: •collecting like terms •multiplying a single term over a bracket •taking out common factors •expanding products of 2 or more binomials

• I understand and use standard mathematical formulae; rearrange formulae to change the subject

• I can model situations or procedures by translating them into algebraic expressions or formulae and by using graphs

• I can use algebraic methods to solve linear equations in 1 variable (including all forms that require rearrangement)

• I can work with coordinates in all 4 quadrants • I recognise, sketch and produce graphs of linear and

quadratic functions of 1 variable with appropriate scaling, using equations in x and y and the Cartesian plane

• I can interpret mathematical relationships both algebraically and graphically

• I can reduce a given linear equation in two variables to the standard form y = mx + c; calculate and interpret gradients and intercepts of graphs of such linear equations numerically, graphically and algebraically

• I can use linear and quadratic graphs to estimate values of y for given values of x and vice versa and to find approximate solutions of simultaneous linear equations

• I can find approximate solutions to contextual problems from given graphs of a variety of functions, including piece-wise linear, exponential and reciprocal graphs

• I can generate terms of a sequence from either a term-to-term or a position-to-term rule

• I recognise arithmetic sequences and find the nth term • I recognise geometric sequences and appreciate other

sequences that arisechange freely between related standard units [for example time, length, area, volume/capacity, mass]

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